Abstract [en]

This study investigates certified and non-certified teachers in Sweden and how they themselves view the status of their profession. Teacher certifications were introduced to Sweden in 2011, under the assumption that it would raise the status of qualified teachers. Recent results from international studies showed that Swedish students have fallen in rank compared to other countries around the world, and one of the proposed solutions proposed to this was to raise the status of teachers, as well as their pay. A higher status would then solve other issues, such as the low number of applications to university courses related to teaching. This study asked high school teachers, through an online questionnaire, what their views were on the status change the reform was supposed to create. The status changes were measured via questions regarding if they felt their students and their students parents viewed certified teachers differently than those without a teaching certificate, if the teachers felt that the certification had changed their status since it was introduced, and how important the teachers felt the certification was for the future. The teachers were sorted into groups based on what subjects they taught, how long they had worked as teachers, and what the focus of their high school was. Based on their answers the study showed that most teachers felt that students did not see a difference between teachers regarding certification while their parents did. It also showed that few teachers experienced their status had changed, but thought that the certification was important for the future of the profession even if a large number of teachers were disappointed with the implementation of the certifications. The study also showed that the teachers whom had worked for a long time in the profession had a more positive outlook on certifications as a whole but felt that it should only apply to younger teachers.